About this paper

Appears in:
Pages: 4043-4048
Publication year: 2016
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.1986

Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain

FLIPPING A COLLEGE WRITING COURSE: A CASE STUDY

F. Murdaah

Lebanese University (LEBANON)
An innovative teaching model, flipped classroom is gaining popularity across college campuses, facilitated by recent advances in technology. This new model invests on flipping the usual class paradigm in the sense that students learn initial common concepts outside class while class times is devoted to more active learning and practice. Current studies report that a flipped classroom has benefits for teachers and students. On one hand, it helps teachers use their class time efficiently and learn more about students’ learning style to address needs accordingly. In particular, teachers who implemented flipped classroom in STEM (Science, Technology, Engineering , and Math) classes reported better learning, and this helped them adjust the flowing of their lessons to address students’ needs. On the other hand, studies show that this model improves learning and increases students’ interest. However, no research has been undertaken to rigorously assess the potential effects on students’ learning and interest in a writing classroom. This paper aimed at evaluating students’ learning and perception in a flipped writing classroom. It involved 58 college students in two advanced writing classes, using the traditional lecture format in one section and the flipped classroom in the other. In the latter, students were expected to listen to a recording sent to their mobiles via a whatsApp group created at the beginning of the semester. The recordings served as learning pills allowing students to conceptualize particular features of a particular mode of writing. Students’ concept understanding and consecutive production was measured by their performance in assigned writing tasks. Students in a flipped classroom had a more significant increase in their performance compared to those in the lecture model classroom As for their interest, it was measured by end of semester survey that indicated that students in a flipped classroom were very positive about their experience in the course. The results of the study support the conclusion that a technology enhanced flipped classroom was effective; it better facilitated learning than the conventional model, and students found this approach to be more motivating.
@InProceedings{MURDAAH2016FLI,
author = {Murdaah, F.},
title = {FLIPPING A COLLEGE WRITING COURSE: A CASE STUDY},
series = {10th International Technology, Education and Development Conference},
booktitle = {INTED2016 Proceedings},
isbn = {978-84-608-5617-7},
issn = {2340-1079},
doi = {10.21125/inted.2016.1986},
url = {http://dx.doi.org/10.21125/inted.2016.1986},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2016},
year = {2016},
pages = {4043-4048}}
TY - CONF
AU - F. Murdaah
TI - FLIPPING A COLLEGE WRITING COURSE: A CASE STUDY
SN - 978-84-608-5617-7/2340-1079
DO - 10.21125/inted.2016.1986
PY - 2016
Y1 - 7-9 March, 2016
CI - Valencia, Spain
JO - 10th International Technology, Education and Development Conference
JA - INTED2016 Proceedings
SP - 4043
EP - 4048
ER -
F. Murdaah (2016) FLIPPING A COLLEGE WRITING COURSE: A CASE STUDY, INTED2016 Proceedings, pp. 4043-4048.
User:
Pass: